김희정 (in press). 수학 교사교육 연구와 실천과제: 효과적인 수학 수업의 다섯 가지 필수 측면 프레임으로 분석한 고등학교 수열 단원 수업과 교사 전문성 신장에 대한 소고. 수학교육학연구.

Kim, H. J. (in press). Teacher Learning Opportunities Provided by Implementing Formative Assessment Lessons: Becoming Responsive to Student Mathematical Thinking. International Journal of Science and Mathematics Education.

Lim, W., Roberts-Harris, D., & Kim, H. J. (2018). Preservice Teachers’ Learning Paths of Classroom Discourse Through Scripting. In Scripting Approaches in Mathematics Education (pp. 293-319). Springer, Cham.

Murata, A., Siker, J., Kang, B., Baldinger, E., Kim, H-J., Scott, M., & Lanouette, K. (2017). Math Talk and Student Strategy Trajectories: The Case of Two First Grade Classrooms. Cognition and Instruction, 35(4), 290-316

김희정, 한채린, 배미선, 권오남 (2017). 수학교사의 주목하기와 반응적 교수의 관계: 모든 학생의 수학적 사고 계발을 지향하는 수업 상황에서. 학교수학, 56(3). 341-363.
(Kim, H., Han, C., Bae, M. S., & Kwon, O. N. (2017). The relationship between mathematics teachers' noticing and responsive teaching: In the context of teaching for all students' mathematical thinking. The Mathematical Education. 56(3). 341-363)

Lee, J., Lim, W., & Kim, H. (2016). Lesson Planning: How Do Pre-service Teachers Benefit from Examining Lesson Plans with Standards Documents as an Analytical Lens Journal of the Korean Society of Mathematical Education Series C: Education of Primary School Mathematics, 19(3), 211-
222

Kim, H. (2014), Teacher change in teaching practices towards developing students’ reasoning in mathematics. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematics Education, 18 (3), 223-234

Kim, H. & Kim, Y. (2006).  A Study on the effect of cooperative learning blended with the TAI and STAD models on the students’ ability of problem solving in mathematics. Journal of the Korean School Mathematics Society, 6, 1-16